
Class 
Book 


M3 lQ9o 


A& 


192* o» 



The University of the State of New York 
The State Department of Education 



SYLLABUS IN SPECIAL SUBJECTS REQUIRED 

FOR RURAL SCHOOL RENEWABLE 

CERTIFICATES 



ALBANY 

THE UNIVERSITY OV THE STATE OF NEW YORK PRESS 

1921 

X72r-02i-200o(3io) 



ii mttt i ] 



LIBRARY OF CONGRESS 
RECEIVES 

APR 11 19** 

0OOUM&NT8 DIVISION 



wnrimrHt»imi - Mi»i 



,-%0 






HISTORY OF EDUCATION 

This subject is no longer required for training class. No syllabus 
is published. However, a list of books for the help of candidates 
preparing for teachers certificates is given on page 19 of this syllabus. 

PSYCHOLOGY AND PRINCIPLES OF EDUCATION 

To make psychology of value in the training of teachers, it is 
necessary definitely to understand its purpose. It does not aim to 
make skilled psychologists nor to discuss fine psychic theories. It 
is necessarily brief and elementary. Each step has direct bearing 
upon the work of the whole course in that it aims to answer the 
question why in the selection of matter, in method and in discipline. 
When and how a child is to be encouraged, guided, corrected, is 
determined in the last analysis by the infallible laws of mind action. 
A clear, concise knowledge of these laws in their application to the 
school is the purpose of this study. 

To accomplish this, it is necessary, first, to understand the funda- 
mental processes and how they are related, then to make application 
of this knowledge in the work of teaching. 

In acquiring the first result, the pupil should ordinarily use but 
one textbook, such supplementary explanation as is necessary being 
done by the teacher. The reason for this is that in a subject so 
entirely new and unrelated to previous study, the pupil is often con- 
fused by the differences in nomenclature and in methods of treat- 
ment. 

The fact as presented must first be clearly apprehended from the 
text. Too often, however, the topic is dropped at this stage, vio- 
lating the very principle of method for which psychology should 
show the reason. Next comes the subjective verification. By re- 
peated experiments the pupil must learn to comprehend and analyze 
the different states and activities in his own consciousness. He 
must, for example, out of his own experience, recognize sensation, 
note the process of judgment, verify the laws of association. If he 
stops here, he may have a little knowledge of the subject, but he 
will fail in objective application, and that is the real goal of this 
work. The third step then is to aim to understand the mental proc- 
esses of another through one's own activities. It is not enough for 
the pupil to determine the elements that enter into his own judg- 
ments, but he must learn to analyze the judgment of another with a 

[3] 



view to strengthening or correcting it. It is not enough to classify 
a particular emotion, but it is also essential to know why certain 
stimuli in the child will arouse certain emotions. 

These then — (a) textbook exposition, (b) subjective and (c) 
objective verification and application — are in their order the three 
steps in understanding the primal phases of the mind in its various 
conditions and operations. (d) Finally there should be accurate 
definition based not upon verbal memory but upon the result of the 
processes above indicated. 

The course begins with the study of the intellectual processes; 
when these are comprehended, the way is open for the consideration 
of feeling with its attribute of pleasure and pain and for the analysis 
of the operations that tend toward action. 

A Descriptive psychology — mental phenomena 
I Knowing 

Introduction — relation of mind to body 

a dependence of mind upon nervous system 

b elements of nervous system 

c function of nerves, spinal cord, cerebellum, cerebrum 

d afferent and efferent nerves — reflex action 

c the senses 

/ " reaction time " 
Prescntativc faculties 

1 Sensation 

a physical factors 

b psychic factors 

c sensations classified as to (1) kind — organic and special, 

(2) degree of intensity — Weber's law 
d possibility of pure sensation 
e result of loss of sensation 

2 Perception 

a prehensive element — dependence upon immediate sen- 
sation 
b apprehensive element — dependence upon past sensation 
c percept 
Representative faculties 

3 Memory and imagination 

a relation of memory to (1) the senses, (2) percepts 
b powers involved in memory: (1) retention, (2) repro- 
duction, (3) recognition 
c formation of images — distinction between image and 
percept 

[4] 



d constructive imagination — its possibilities and limita- 
tions 
e idea defined and compared with percept 
Elaborative faculties 

4 Conception — first step in thinking 

a the several processes involved in conception : ( 1 ) pre- 
sentation, (2) comparison, (3) abstraction, (4) gen- 
eralization, (5) denomination 
b its relation to perception and memory 
c concept defined and compared with percept and idea 
d how words get their meaning — making a vocabulary 

5 Judgment — second step in thinking 

a sources of material for judgment 

b process of judgment — comparison of ideas 

c the proposition — its elements 

6 Reasoning — third step in thinking 

a judgments furnish material 

b processes: (1) inductive, (2) deductive — value of each, 

their interrelation 
c the syllogism — its parts 
d reasoning by analogy — its advantages, disadvantages 

II Feeling — passive compared with knowing, active ; an effect 
due to the presence of its appropriate object 

1 Attributes of pleasure and pain — their purpose in life 

2 Intensity of feeling dependent upon intensity and duration of 

stimulus 

3 Caused by 

a peripheral excitation 
b idea 

4 Emotions and simple feeling — relation analogous to that 

between perception and sensation 

a presence of idea in emotion 

b kinds of emotion: (1) egoistic, (2) altruistic, (3) intel- 
lectual, (4) esthetic, (5) moral, the last three being 
called sentiments 

III Will — " the attentive guidance of our conduct " 
1 Desire — its relation to 
a feeling 
b intellect 

[5] 



2 Deliberation — its basis in experience; its relation to judg- 

ment ; its significance 
a subjectively — doubt 
b objectively — hesitation 

3 Decision — its relation to feeling and to reason 

4 Action voluntary — compared and contrasted with the several 

forms of involuntary action 
a reflex 
b impulsive 
c instinctive 
To this point the course concerns itself with the demarcation and 
definition of the different mental phenomena. Now emphasis should 
be laid on (a) the mind's complexity of operation and (b) the unity 
of mind. In the simplest operation many states are involved. 
Knowing, feeling and willing can not be isolated from each other, 
or from their physical concomitants ; nor even any one phase of 
these from all others. Therefore, the work should now be reviewed 
and intensified by showing this complexity — for example, how a 
simple act of perception embraces emotion, volition, and even 
memory, judgment and conception. 

The way is then made clear for comprehending the entirety of 
consciousness in its duration and degrees of intensity. 

A 1 Descriptive psychology — the mind a unit 

Introduction — consciousness 

1 Its definition based on the previous study 

2 The resultant definition of psychology 

3 Conscious and subconscious states in their relation to memory ; 

" threshold of consciousness " ; unconsciousness 
I Attention — " focusing of consciousness " 

1 Dependent upon 

a physical condition 

b quantity and quality of stimulus 

2 Kinds 

a reflex 

b voluntary — its relation tb will 

3 Observation — a series of connected acts of attention 

a perceptual element 

b attention involving will — arousing interest 
c interpretation of elements perceived 
d observation and experiment — new element in the 
latter 



1 Knowing prominent. 

[6] 



II Interest — an emotion — how it affects attention 

1 Kinds 

a natural j their relation to sensation, memory, 
b acquired ) judgment etc. 

2 Relation of will to interest 

III Association of ideas — impossibility of an isolated idea 

1 Relation of association to memory, to thought 

2 Laws of association 

a association by contiguity 

b association by similarity or contrast 

IV Apperception — " Association is one form of apperception; 

thinking another " 

1 Determined by 

a experience 
b perception 

2 Effect upon thinking, action and feeling 

V Intuition — intuitive and deliberative judgments com- 
pared as to 

1 Process 

2 Frequency 

3 Use 
Feeling prominent 

VI Physical concomitants of feeling, emotion, sentiment 

1 Muscular 

2 Nervous 

Will prominent 

VII Habit 

1 Its physical factors — relation to activity of muscles and 

nerves 

2 Its psychic factors — relation to knowing, feeling and 

willing 

3 Laws of habit 

VIII Character — " Character is known by conduct and conduct 
is the result of habit " 

1 Conduct — relation to habit 

2 Moral judgments 

3 Phases of development 

a instincts 
b imitation 
c will 

[7] 



The above divisions aim to give a clear elementary knowledge of 
how the mind works. But for the teacher this is not enough. He 
must know what mental phenomena are most prominent in the child's 
life at a particular age and stage of development if he is to direct 
intelligently the child's education. 

D Genetic psychology — order and stages of development 

Introduction — a special form of descriptive psychology modified by 
laws of growth 
I Factors in development 

1 Influence of heredity 

2 Environment 

a physical 
b social 

3 Fundamental capacity 

II Order of development through 

1 Infancy | Trace — with reference to their be- 

2 Childhood ginning, growth and period of great- 

3 Youth I est power — the different phases of 

4 Adolescence knowing — as perception, memory and 

5 Maturity judgment, of feeling and of willing 

When the pupil understands mind in its processes and its unity, 
and child mind in its growth, he is ready to apply what he has learned, 
as principles of education, to the art and science of teaching. This 
fundamental knowledge with its genetic attributes gives direction to 
the two forces of school work — instruction and discipline — which, 
though their separation is more apparent than real, may be better 
understood by separate consideration. 

The teacher, in planning the new lesson, divides it into the con- 
ventional parts — preparation, presentation and application — or 
possibly into " the five formal steps." The exact division is not 
material but it is of consequence that he sees to it that each step 
finds its sanction in the laws of mental process. He may use 
" apperception," for example, in accounting for the work of prepa- 
ration, but unless he understands the elements of apperception, 
it may be only a cloak for concealing ignorance that might better 
be laid bare. In a review lesson, why is the method different? 
This question must be answered in terms of results to be obtained 
which are to be approved only as they accord with the normal 
processes of mind. 

In discipline the problem is similar. There is a difference in 
strength and quality of emotion and will, determined by the nature, 

[8] 



period of growth and surroundings of every child. What will 
inspire a sluggish mind, what correction is hest for a particular case 
of disorder, what is the value of reading to a class Shelley's The 
Cloud or of placing on the wall a copy of Millet's Angclusl — these 
questions have their answers grounded in psychology. 

The power to solve such problems of instruction and discipline is 
the particular aim of this course. 

C Principles of education 

Introduction — The order in which the powers of the mind develop 
determines what to teach, when and how to teach it. 

Physical factors 

1 Schoolroom comfort 

2 Exercise and play 

3 Rest and fatigue — in their bearing upon attention 

I Instruction 

1 Course of study — selection of subject matter according to 

its value for training and development in natural 
order, e. g. 
a observation — nature study 

b memory — logical and verbal, in literature, number 
c imagination — fairy stories, myths compared with his- 
tory and geography 
d judgment — accuracy conditioned by a, b, c 
e reason — when it should be relied upon — tracing of 
cause in mathematics, history 

2 Recitation 

a presentation of new material 
b review 

Analysis of different mental processes involved accord- 
ing to the subject, and the maturity of the class 

II Discipline — its immediate aim is educational process ; its 
ultimate aim, character 

1 How its aims are promoted through physical factors, course 

of study and recitation 

2 Special consideration of cultivating the emotions. Every 

emotion has its function in life 
a how the emotions are related to subjects in the course 

of study — poetry, number etc. 
b inhibition of emotion 

3 Imitation — personal factor — influence of the teacher 

[9] 



4 The will — character, a completely fashioned will 
a value of habit 
b defects to be overcome 
c training according to order of growth 
" The formation of character underlies the cultivation of all the 
powers of the mind." 

SCHOOL MANAGEMENT 

The term school management as used in this syllabus is a com- 
prehensive one. The topics named below indicate its scope. Ex- 
aminations in this subject call for a knowledge not only of the 
organization of the school, the control of pupils, and the manage- 
ment of classes, but also of such important topics as school hygiene, 
the appointments of school buildings, and the equipment of the school. 

While such matters as the construction of the school building, the 
mode of heating, and the arrangement of windows are provided for 
by other persons than teachers, it is, nevertheless, important that 
teachers know correct standards to the end that they can intelligently 
call attention to unsatisfactory conditions and especially that they 
may be able to make the best use of the appointments provided. It 
is altogether too common to find a building furnished with adjustable 
seats that are not adjusted to fit the pupils occupying them, seats 
improperly placed in the room, the room overheated and window 
shades improperly adjusted. Throughout the course the members 
of the training class should be led to observe the conditions in the 
school with reference to such matters. It is not enough that the 
theory be presented. Frequent reports should be required on exist- 
ing conditions. It is as important, likewise, that members observe 
and discuss the cleanliness of the floors, desks and shelves, the gen- 
eral tidiness of the room and the care of the school equipment, as it 
is to observe and discuss methods of teaching lessons. The respon- 
sibility of the teacher for ascertaining precisely what equipment is 
available and for making proper use of such equipment should be 
impressed. 

While no one textbook now published covers adequately all the 
topics mentioned below, as a rule, the attempt should not be made 
to instruct a training class in this subject through lectures and dis- 
cussions alone. 

The management of the school is essentially a matter of admin- 
istration. It requires what is commonly known as executive ability. 
The teacher must make his action fit conditions. Personality counts 
for a great deal. Decision of character and good sense must be in 

[10] 



evidence. The handling of a class requires something more than 
a knowledge of the subject to he taught and the methods of pre- 
sentation, as important as these may he. The management of a 
school should he in accordance with the laws of the mind, but these 
laws are to be learned in the study of psychology rather than in the 
study of school management. 

Method in general should he considered but not methods of teach- 
ing particular subjects. Proper emphasis should be given to the 
importance of the recitation. At the same time the need of training 
pupils to prepare themselves for their recitations should be 
emphasized. 

I Grounds 

Surroundings — desirable and undesirable. Size, char- 
acter and soil drainage. Means of beautifying. Use. Care. 
Teachers' responsibility. 

II Building 

Size and shape of schoolroom. Standards of floor sur- 
face, air space and lighting. Methods of heating and 
ventilating. Effects of improper lighting, heating and ven- 
tilating. Proper seating — size of seats, positions, distance 
apart, adjustment. Blackboards — height, color, character 
of surface, material, extent, crayon, erasers. Teachers' 
responsibility. 

III Decoration of rooms 

Tinting of walls. Suitable pictures — appropriate size, 
framing, hanging. Other decorations — casts, vases, plants. 
Attention to tidiness and general arrangement of the furnish- 
ings of the room. 

IV School hygiene 

Relation of bodily conditions to mental work. Rest 
periods. Recesses. Calisthenic exercises — use and abuse. 
Posture. Color and adjustment of shades. Regulation of 
temperature of the room. Avoidance of drafts. Drinking 
water. Toilet accommodations. Home study. Eyesight 
in relation to school life. Diseases that concern the school. 
Dangers of dust. Daily attention to cleanliness. 

V Equipment 

Library and apparatus. How to secure each; proper use 
of each; means of caring for each. Inventory of books and 
apparatus. Teachers' responsibility. 

[11] 



VI Relation of the teacher to the community and its educa- 
tional interests 
Means of interesting the community and securing co- 
operation. 

VII Organization 

Characteristics : simple, definite, systematic, practical. 
Importance of a good beginning. Preparation for first day 
of school. Registration of pupils. Seating of pupils. As- 
signment of work. Tentative program. Beginning work 
promptly. 

VIII Mechanical routine 

Passing in and out of the room. Passing to and from 
classes. Distribution and collection of materials. Location 
and care of wraps. Orderly arrangement of books and ma- 
terials in desks. Signals. Proper use of blackboards. 
Leaving seats. Leaving room. Limitations of mechanical 
routine. 

IX Recess 

Importance. Time of day. Free play versus calisthenic 
exercises. Use of marching in schoolrooms — cautions. 
Supervision of play and playground. 

X Attendance 

Means of securing regularity and punctuality. Excuses. 
Reports to parents. What constitutes necessary absence and 
tardiness. 

XI Registers, records, reports 

Importance of accuracy, completeness, preservation. 
Forms. 

XII School government 

Aims of discipline. Necessity of authority. Proper 
characteristics of authority. Influence of personality of the 
teacher; the value of the voice, the eye and other such factors 
in the control of the school. Conditions of easy control. 
Pupils' self-government. Rewards and punishments — 
proper and improper. Consideration of particular classes of 
cases likely to arise. 

XIII Programs 

Factors involved in making a program. Relative im- 
portance of various subjects. Relation of subject matter 
to fatigue. Position of subjects on the program. General 
exercises. Number of classes. Correlation of studies. 

[12] 



Typical graded school program. Typical ungraded school 
program. Importance of holding closely to program 
adopted. Study program. Recitation program. Relative 
time given to study and recitation. Preparation of tables 
showing weekly time allotment (study and recitation) for 
each subject of the course expressed in minutes: (a) in 
graded school, (b) in ungraded school. Reasons for and 
objections to dismissing younger pupils early. 

XIV The recitation 

1 Its extreme importance, especially in lower grades 

2 Importance of definite purpose and teacher's special 
preparation for each recitation 

3 Aims of the recitation — variously considered 

4 Means of arousing interest and of holding attention 

5 The assignment of the lesson: time, purposes, manner 

6 Preparation of the lesson 

A regular time for preparation. Planning for the study 
period. Supervision of the study period. Teaching how to 
study, especially in intermediate and higher grades 

7 Five formal steps of the recitation : preparation, pres- 
entation, comparison, generalization, application. Charac- 
teristics of each step. Limitations of the fivefold division 
of the recitation. Practical hints 

8 General characteristics of inductive and deductive teach- 
ing. Knowledge of the terms: analytic, synthetic; objective, 
subjective; empirical, rational 

9 Particular or individual methods 

Lecture, question, Socratic, topic. Advantages and 
limitations of each 

10 Oral and written work in recitation. Advantages and 
limitations of each. Frequency of written exercises. Ten- 
dency to an excess of written work in both the preparation 
and the recitation of lessons 

11 The art of questioning. General purposes of ques- 
tioning. Avoidance of overquestioning. Character of 
questioning in lower grades, in upper grades. Kinds of 
questions and special purpose of each. Faulty questioning 

12 Length of the recitation in the several grades and 
subjects. [Sec outline under XIII Programs] 

13 Importance and limitations of drill. The material for 
drill 

[13] 



14 The unprepared pupil 

Reasons for lack of preparation. Treatment of the 
unprepared pupil 

15 Recitation waste 

Need of constant watchfulness. Rights of the class 
versus the rights of the individual. Enlisting the coopera- 
tion of all members of the class; means employed 

16 Individual instruction 

When, where, why and how given 

XV Textbooks and syllabuses 
Uses and abuses of each. 

XVI Results to be tested 

1 Efficiency in habit building: seen in movements and 
posture of pupils, line-movements of the class, written work, 
blackboard work, speech, dress, cleanliness, accuracy and 
rapidity of execution. 

2 Knowledge : oral examination, written examinations : 
character of each, relative advantages of each, frequency of 
each. Proper manner of conducting written examinations, 
length, in what grades to be given, rating of papers. Dis- 
trict superintendents grade examinations. 

3 Power of application: relative importance; suitable tests 
in application of knowledge. 

SCHOOL LAW 
I School districts 

1 Kinds of districts 

2 Formation, alteration, dissolution 

II District meetings 

1 Annual : notice, time and place, powers 

2 Special : notice, where held, powers 

III School buildings and sites 
1 Buildings 

a Plans and specifications 

b Construction 

c Use of school buildings 

d Condemnation of buildings 

c Sale of buildings 

/ Repairs 

g Outside stairways 

h Outbuildings and sanitary closets 

114] 



2 Sites 

a When changeable 

b How designated 

c Sale 

d Condemnation of land for site 

IV School district officers 
1 General provisions 
a Ineligibility 
b Qualifications 
c Terms 

d Change in number of trustees 
c Election 

/ Notice of election 
g Refusal to serve 
h Vacancies 
i Morals 
2 Clerk, treasurer, collector 
a Duties 
b Bonds 
c Provisions relating to such officers in union free 

school districts 
d Reports 
e Liability 

3 Trustees 

a General powers and duties 
b Reports 

4 Board of education 

a General powers and duties 
b Reports 

V Town and county officers 

1 General duties relating to school system 
a Supervisor 
b Town clerk 
c County treasurer 

VI District superintendent 

1 Qualifications 

2 Election 

3 Term 

4 Salary 

5 Vacancy 

6 Powers and duties 

[15] 



VII School directors 

1 Number in each town 

2 Election 

3 Term 

4 Duties 

VIII Education Department and The University of the State of 
New York 

1 Board of Regents 

(a) Number; (b) how chosen; (c) term; (d) powers 
and duties 

2 Commissioner of Education and President of the Uni- 

versity 
(a) How chosen; (b) term; (c) salary; (d) powers 
and duties 

3 Organization of Education Department 

IX School taxes 

1 How authorized 

2 By whom assessed 

3 Tax list 

4 Property exempt from taxes 

5 Collection 
X School moneys 

1 Quotas and amounts — supervision, district, teachers, 

additional teachers, academic 

2 Condition on which each is apportioned 

3 Apportionment for books, maps, pictures and apparatus 

4 Withholding moneys 
XI Textbooks 

1 How adopted 

2 How changed 

3 Penalty for violating the law 

XII Teachers 

1 Required age 

2 Licenses 

a Normal school diploma 

b State certificate 

c Training class certificate 

d Training school certificate 

e Rural school renewable certificate 

/ College graduate certificate 

g Kindergarten certificate 

h Temporary license 

[16] 



3 Statutory requirements for these certificates 

4 Indorsement of certificates 

5 Payment of unqualified teachers 

6 Revocation of certificates 

(a) Causes; (b) by what authorities 

7 Causes for dismissal 

8 By whom employed 

9 Contract with relatives 

10 Essentials for a legal contract 

11 When compensation is due 

12 How teachers are paid 

13 Verification of records 

14 Hours of teaching 

15 Closing school 

16 Contract for hiring 

17 Authority over pupils 

18 Suspension of pupils 

19 Expulsion of pupils 

20 Infliction of corporal punishment 

21 Record of attendance 

22 Payment when school is closed 

23 Pensions 

24 Minimum salaries in cities 

25 Salaries in districts outside of cities 

26 Payment of expenses attending district superintendent's 

conferences 

XIII Compulsory education law 

1 Required attendance 

2 Required instruction 

3 Attendance officers — by whom appointed and duties 

4 Evening schools 

5 Record certificates 

6 Employment certificates 

7 Penalty for unlawful employment 

8 Penalty for nonenforcement of law 

9 Arrest of truants 

10 Truant schools 

1 1 School register — how kept 

12 Length of school year 

13 Attendance of illiterate minors 

[17] 



XIV Other special laws 

1 Arbor Day 

2 Flag law 

3 Fire drills 

4 Physiology law 

5 Holidays 

6 Fire escapes 

7 Medical inspection 

8 Vaccination law 

9 Health and decency act 

10 Citizenship required of teachers 

11 Instruction of adult illiterates 

12 Patriotic instruction 

13 Physical training 

14 Required instruction in the humane treatment of animals 

and birds 

15 Prohibition of seditious textbooks 

16 Constitutional oath required of teachers 

17 Instruction of children physically or mentally defective 

XV Courses of study 

1 What subjects must be included 

2 What subjects may be included 

3 Authority to adopt 

METHODS OF TEACHING 

No syllabus is prepared in this subject. See bibliography. 

NATURE STUDY AND AGRICULTURE 

This subject will be based upon the Syllabus for Nature Study, 
Humaneness, Elementary Agriculture and Homemaking which may 
be obtained from the Education Department on application. 

BIBLIOGRAPHY 

Nature Study and Humaneness, Agriculture and Homemaking 
Cornell Rural School Leaflets 1 
Manuals for Junior Home Projects 1 , 

The syllabus in Nature Study and Humaneness, Agriculture and Home- 
making will give specific references. 
Bricker. Agricultural Education for Teachers. Amer. Book Co. 
Burkett, Stevens & Hill. Agriculture for Beginners. Ginn 
Roth. First Book of Forestry. Ginn 
Warren. Elements of Agriculture. Macmillan 



1 If these publications are not found in the school library, apply to the State College of 
Agriculture, Ithaca, N. Y. 

[18] 



History of Education 
Cubberly. The History of Education. Houghton 

Public Education in the United States. Houghton 

Duggan. A Student's Textbook in History of Education. Appleton 
Finney. The American Public School. Macmillan 

Graves. A Student's History of Education. Macmillan 

Kemp. History of Education. Lippincott 

Monroe. Brief Course in the History of Education. Macmillan 

Painter. History of Education. Appleton 

Seeley. History of Education (revised ed.). Amer. Book Co. 

Psychology 
Averill. Psychology for Normal Schools. Houghton 
Colvin & Bagley. Human Behavior. Macmillan 
Betts. The Mind and its Education. Appleton 
Halleck. Psychology and Psychic Culture. Amer. Book Co. 
LaRue. Psychology for Teachers. Amer. Book Co. 
Phillips. Elementary Psychology. Gmn 
Pillsbury. Essentials of Psychology. Macmillan 
Read. An Introductory Psychology. Ginn 
Roark. Psychology in Education. Amer. Book Co. 
Klapper. Principles of Educational Practice. Appleton 

School Management 
Bagley. Classroom Management. Macmillan 

School Discipline. Macmillan 

Dinsmore. Teaching a District School. Amer. Book Co. 

Dutton. School Management. Scribner 

Hamilton. The Recitation. Eippincott 

McFee. The Teacher, the School, the Community. Amer. Book Co. 

Sabin. Common Sense Didactics. Rand, McNally 

Sears. Classroom Organization and Control. Houghton 

Shaw. School Hygiene. Macmillan 

Strayer & Engelhardt. The Classroom Teacher. Amer. Book Co. 

White. School Management. Amer. Book Co. 

Methods of Teaching 
1 General 
Bagley. The Educative Process. Macmillan 
Branom. The Project Method in Education. Richard Badger 
Earhart. Types of Teaching. Houghton 
Hall-Quest. Supervised Study. Macmillan 

Kendall & Mirick. How to Teach the Fundamental Subjects. Houghton 
Klapper. Principles of Educational Practice. Appleton 
Lincoln. Everyday Pedagogy. Ginn 
McEvoy. Methods in Education. McEvoy, Brooklyn 
McMurry. The Elements of General Method. Macmillan 
Roark. Method in Education. Amer. Book Co. 
Strayer. A Brief Course in the Teaching Process. Macmillan 
Strayer & Norsworthy. How to Teach. Macmillan 
Woofter. Teaching in the Rural Schools. Houghton 

[19] 



2 Special 
Brown & Coffman. How to Teach Arithmetic. Row, Peterson & Co. 
Klapper. The Teaching of Arithmetic. Appleton 
McMurry. Special Method in Arithmetic. Macmillan 
Smith. The Teaching of Elementary Mathematics. Macmillan 
Stamper. The Teaching of Arithmetic. Amer. Book Co. 
Huey. The Psychology and Pedagogy of Reading. Macmillan 
Klapper. Teaching Children to Read. Appleton 
McMurry. Special Method in Reading. Macmillan 
Turner. Teaching to Read. Amer. Book Co. 
Bryant. How to Tell Stories to Children. Houghton 
Palmer. Palmer Method of Writing. A. N. Palmer Co. 
Suzzallo. The Teaching of Spelling. Houghton 
Bolenius. Everyday Lessons in English. Amer. Book Co. 
Chubb. The Teaching of English. Macmillan 
Cooley. Language Teaching in the Grades. Houghton 
Deming. Language Games for All Grades. Beckley, Cardy Co., Chicago 
Klapper. The Teaching of English. Appleton 
Dodge. The Teaching of Geography. Rand, McNally 
Dryer. Lessons in Physical Geography. Amer. Book Co. 
Holtz. Principles and Methods of Teaching Geography. Macmillan 
McMurry. Special Method in Geography. Macmillan 
Sutherland. The Teaching of Geography. Scott, Foresman 
Johnson. The Teaching of History. Macmillan 
Mace. Method in History. Rand, McNally 
McMurry. Special Method in History. Macmillan 
Wayland. How to Teach American History. Macmillan 
Hill. The Teaching of Civics. Houghton 
Blaisdell. How to Teach Physiology. Ginn 
McMurry. Special Method in Elementary Science. Macmillan 

Nature Study Lessons for Primary Grades. Macmillan 

Wilson. Nature Study in Elementary Schools. Macmillan 
Nolan. The Teaching of Agriculture. Houghton 

School Law 

Education Law 

Finegan. School Law. Bender Law Book Pub. Co., Albany 



[20] 



